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PE > Paper 1 (Psychology) > Flashcards

Paper 1 (Psychology) Flashcards

1
Q

Define massed practice

A

Practice where their is no rest intervals

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2
Q

What classifications of skill would you use massed practice on

A
  • Discrete
  • Simple
  • Closed
  • Highly organised
  • Self-paced
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3
Q

3 advantages of massed practice

A
  • Forms motor programmes
  • Increases fitness
  • Enhances learning
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4
Q

3 negatives of massed practice

A
  • Fatigue
  • Physically demanding
  • Doesn’t provide time for feedback
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5
Q

Define distributed practice

A

Practice where rest intervals are placed between sessions of work intervals

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6
Q

What classification of skill should distributed practice be used

A
  • Continuous
  • Complex
  • Low organised
  • Serial
  • Externally paced
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7
Q

3 advantages of distributed training

A
  • Reduces chances of injury
  • Allows recovery
  • Allows for feedback to be given
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8
Q

2 negatives of distributed practice

A
  • Time consuming

- Negative transfer of skills

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9
Q

Define varied practice

A

Practice where the skills and drills being taught are changed

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10
Q

What classification of skills would varied practice be used with

A
  • Complex
  • Open
  • Externally paced
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11
Q

3 advantages of varied practice

A
  • Builds schema (adapting skills from memory store)
  • Gives motivation
  • improves adaptability during games
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12
Q

3 negatives of varied practice

A
  • Possibility of negative transfer of learning
  • Fatigue
  • Too demanding
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13
Q

Define mental practice

A

Practice where you imagine stages of performance without moving, this can be internal (emotions) and external (mental picture)

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14
Q

What classification of skill would mental practice be used

A
  • Serial

- Complex

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15
Q

4 advantages of mental practice

A
  • Improves reaction time
  • Builds motor programmes
  • Builds confidence
  • Controls anxiety
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16
Q

2 disadvantages of mental practice

A
  • Must be correct or bring about successful results

- Performer must be calm when doing so

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17
Q

4 types of Practice

A
  • Mental practice
  • Distributed practice
  • Massed practice
  • Varied practice
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18
Q

Define open and closed skill

A

Open skill= A skill performed in an unpredictable environment

Closed skill= A skill performed in a predictable environment

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19
Q

Define gross and fine skills

A

Gross skill= A skill performed that involves a large amount of muscle groups to perform

Fine skill= A skill that requires a small amount of muscle groups to perform

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20
Q

Define self-paced and externally-paced skills

A

Self-paced= When a performer controls the start and speed of the skill

Externally-paced= When the performer has no control over the start and speed of the skill

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21
Q

Define serial, discrete and continuous skills

A

Serial skill= A skill that is made up of discrete skills to create a more integrated skill

Discrete skill= A skill that has a clear beginning and end

Continuous skill= A skill that has no clear beginning and ending

22
Q

Define high and low organisation skills

A

High organisation= A skill that isn’t easily broken into parts

Low organisation= A skill that is easily broken into parts

23
Q

Define simple and complex skills

A

Simple= A skill that requires a low amount of decision making when being performed

Complex=A skill that involves a lot of information and requires a lot of decision making

24
Q

What are the 6 classifications of skill

A
  • Simple+Complex
  • Open+Closed
  • Gross+Fine
  • Discrete+Serial
  • Self-paced+Externally-paced
  • High+Low organisation
25
Q

Methods of presenting practice

A
  • Whole practice
  • Whole-part-whole practice
  • Progressive part practice
26
Q

Define whole practice

A

Practicing a skill in its entirety

27
Q

4 advantages of whole practice

A
  • Helps develop a motor programme which can be stored and re-used in another similar situation
  • Allows for a kinaesthetic feel of the skill
  • Can promote positive transfer of learning ok skills
  • Can help a performer develop good habits allowing the skill to be performed automatically
28
Q

3 disadvantages of whole practice

A
  • Information overload
  • Increase demand on performer from parts of the skill
  • Fatigue
29
Q

Define whole-part-whole practice

A

Assessing a skill and then highlighting a problem, improving that skill and placing it back into the whole skill

30
Q

3 advantages of whole-part-whole practice

A
  • Motivation from success
  • Maintains kinaesthetic fells of the skill
  • improves specific part to being about success instead of practicing the whole skill
  • Less demanding
31
Q

2 disadvantages of whole-part-whole practice

A
  • Can promote negative transfer of skill

- More time consuming

32
Q

Progressive part practice (chaining)

A

Practising sub-routines of a skill in order and then placing them all back together into one skill

33
Q

4 advantages of progressive part training

A
  • Easier for a newer performer to focus on one aspect to improve potential weaknesses
  • Provides rests therefore minimal fatigue
  • Improve motivation over success of each sub-routine
  • Allows coach to focus on specific faults
34
Q

3 disadvantages of progressive part practice

A
  • Time consuming
  • Limits kinaesthetic feel
  • Can promote negative transfer of skill
35
Q

Development of feedback across stages of learning

A

Cognitive - At this stage of learning a performer will need to receive positive external feedback so that they are encouraged to perform and improve on what they are being told to do by a coach

Associative - Early associative learners should still experience external feedback to refine movements and as they develop feedback will come intrinsically

Autonomous - External feedback needs to be detailed so that it can have benefits if not then feedback is largely intrinsic

36
Q

Plateau of learning and the 6 factors that affect it

A

Learning plateau is when a perform won’t improve from the level they are at. Factors that affect this include:

  • Poor coaching
  • Performer has reached their potential
  • Performer motivation
  • Targets Set are too low
  • Fatigue
  • Boredom
37
Q

Define goal setting and the 4 types of goals

A

Goal setting = setting targets

Types of goals:

  • Outcome goal
  • Task orientated goal
  • Performance goal
  • Process goal
38
Q

3 benefits of goal setting

A
  • Can motivate performer to reach a standard and then can intrinsically motivate a performer once met due to pride
  • Improved confidence as a performer can play at a higher level
  • Regulates and maintains the effort a performer puts in
39
Q

Define outcome goal

A

A goal that is focussed on the result of the game based off of others performance aswell as their own

40
Q

Task orientated goal

A

A goal focussed of the performance of one player during the time taken to complete a task

41
Q

Define performance goal

A

A goal that is set for the performer to better their personal performance

42
Q

Define process goal

A

A goal that is set to improve technique

43
Q

What does SMARTER goal setting stand for

A 
S-Specific
M-Measurable
A-Achievable
R-Realistic
T-Time bound
E-Evaluate
R-Redo
44
Q

Define the ‘Specific’ part of SMARTER goal setting

A

The goal should be clear and precise so that performer understand what they are doing, it should also be specific to the sport they are participating in

45
Q

Define the ‘Measurable’ part of SMARTER goal setting

A

The goal must be able to be recorded (statistics) so that the performer and coach can highlight whether the performer is benefitting and then after a certain time can be assessed.

46
Q

Define the ‘Achievable’ part of SMARTER goal setting

A

The performer must be able to achieve the goal set so they can become motivated and satisfied from success

47
Q

Define the ‘Realistic’ part of SMARTER goal setting

A

The goal set must be hard so that the performer can experience motivation and satisfaction when achieved but shouldn’t be too hard that it’s impossible to reach.

48
Q

Define the ‘Time bound’ part of SMARTER goal setting

A

The goal has to be set inside of a period of time so that the performer and coach can assess if the goal has been reached, this can allow a performer to gauge progress and promote motivation

49
Q

Define the ‘Evaluate’ part of SMARTER goal setting

A

The goal must be able to be evaluated so that the coach and performer can evaluate progress for the next goal set. Evaluation can also cover the methods used in training which can be used again to benefit development

50
Q

Define the ‘re-do’ part of SMARTER goal setting

A

If the goal has not been reached then the performer can find out why and then re-do training to the goal so that it’s achieved

PE (6 decks)

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